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The purpose of this clinical audit was to review the adherence to the 2017 care and treatment review policy across two NHS assessment and treatment units. Care and treatment reviews should be offered to people with an intellectual disability and/or autism who are at risk of admission into a mental health hospital.

Admission and discharge data was collected across two assessment and treatment units between January 2019 and December 2022. Adherence to the care and treatment review policy was also reviewed as was length of inpatient stay. A retrospective evaluation was conducted. Triangulation of data was collected via the trusts’ electronic patient record system and NHS analytics team. Descriptive statistics, Mann–Whitney U test and a one-way ANOVA with post hoc tests were used in the analysis.

An increase in behaviours of challenge and deterioration of mental health were the main reasons for admission. Forty-nine percent (30) of those admitted to the assessment and treatment units accessed a care and treatment review. Care and treatment reviews were more frequently provided for individuals experiencing longer inpatient stays.

There is limited evidence relating to outcomes and impact of care and treatment reviews. Further research is required to explore effectiveness of care and treatment reviews to understand benefits and appropriately prioritise resource.

To discuss two research projects, illuminating the ways in which digital technologies are both enfolded into people’s lives and open up new possibilities for practice that, in turn, have to be managed. To revisit this material to reflect on the benefits and limitations of in-depth interviewing for understanding the dynamics of new textual and visual forms of data in everyday life.

A broadly relational approach to technology and practice was employed, pursued through in-depth interviewing in two research projects about digitization and memory making.

In employing the qualitative method of in-depth interviewing to focus upon what people regularly do, the chapter shows how the material and mediating capacities of networked digital technologies such as cameras and smartphones are enacted and actively negotiated in relation to expectations and conventions about the temporality and visibility of personal life through diverse memory practices. These can be considered multiple ‘practices of adaptation’.

The research reported on provides some novel ways of thinking about devices and data in relation to practice.

In this chapter, we explore gender equity issues in relation to the governance of sport in Wales. Our focus is primarily on Sport Wales (SW), the national agency responsible for developing and promoting sport and physical activity in Wales and for distributing National Lottery and Welsh Government funding. As a public authority, SW has a statutory responsibility to promote equality and eliminate direct and indirect discrimination. Their recent policy commitments express a desire to advance equality and promote inclusion and diversity within sports organisations in Wales. They also set the agenda for National Governing Bodies (NGBs) in Wales, in terms of providing a policy framework for understanding and pursuing gender equity in sport and sport governance. In this chapter, we present a snapshot of the governance and leadership policy landscape for Welsh sport, with a specific focus on gender equity. We present data collected from publicly available online policy documents relating to SW, and their NGB partners, relevant to gender equity provision. Based on the data, we suggest that there is evidence of progress in terms of the numbers of women on boards in Wales as well as the creation of gender equity policies within NGBs in Wales. We argue, however, that progress is inconsistent across the different NGBs in Wales, and it is less clear whether sport governing bodies can implement policies to effectively challenge organisational culture and ethos. We concluded by suggesting future Wales specific research priorities on this topic.

Multimodal writing portfolios were introduced and integrated into an undergraduate course and a graduate course in a research-oriented university in northwest Taiwan. This study aims to examine the influence of multimodal writing portfolios of novice researchers' academic writing.

Comparative case studies involve collecting data from several cases and analyzing the similarities, differences and patterns across cases (Merriam, 2009). To address this underdeveloped area of research, a comparative case study method was employed to understand undergraduate and graduate students' multimodal writing portfolios in academic writing in two courses in Taiwan.

First, multimodal writing portfolios enabled novice researchers to be more familiar with the structure of academic paper and they had better performance in intrapersonal and linguistic aspects. Second, novice researchers held positive attitude toward multimodal writing portfolios because they regarded process of making multimodal writing portfolios as preparation for their future academic writing. Finally, participants highly valued the class PowerPoint slides, weekly writing tasks and the instructor's modeling as effective facilitation for making multimodal writing portfolios.

Limited studies focus on multimodal writing portfolios (e.g. Silver, 2019). The present case study explores the integration of a multimodal writing portfolio into one undergraduate and one graduate course to explore learners' attitude and performance in academic writing.

Novice researchers can learn to compose multimodal academic texts for the academic writing community.

Suggestions on effective integration of multimodal writing portfolios into academic writing instruction were provided based on the research findings.

The findings of the study provide the field of L2 writing with insights into the pedagogical development of multilingual writing portfolios and help educators to be better prepared for teaching novice researchers to comprehend and compose multimodal texts and enter the academic writing community. The framework in Figure 1 and suggestions on course designs for academic writing can inform educators on the integration of multimodality in academic discourse. Moreover, this study moves beyond general writing courses at the tertiary level and could contribute to L2 writers' deeper understanding of how multimodal writing portfolios can be constructed.

So far as the London activities of librarianship are concerned, the Winter opened propitiously when Mr. J. D. Stewart and Mr. J. Wilks addressed a goodly audience at Chaucer House, Mr. Stewart on American, and Mr. Wilks on German libraries. There was a live air about the meeting which augured well for the session. The chief librarians of London were well represented, and we hope that they will continue the good work. It was the last meeting over which Mr. George R. Bolton presided as Chairman of the London and Home Counties Branch, and he is succeeded by Mr. Wilks. Mr. Bolton has carried his office with thorough and forceful competence, and London library workers have every reason to be grateful. The election to chairmanship of the librarian of University College, London, gives the Branch for the first time a non‐municipal librarian to preside. The change has not been premature, and, apart from that question, Mr. Wilks is cultured, modest and eloquent and will do honour to his position.

The purpose of this paper is to critically explore media representations of opting-out and how these present particular professional identities as appropriate career choices for women. Through an examination of a UK women's magazine the paper looks at how opting-out in favour of work based on traditionally female housewifery skills and attributes is communicated and justified in the texts.

The paper adopts a social identity approach to a qualitative content analysis of 17 consecutive monthly magazine features.

While the magazine frames women's career choices as unlimited, identity is presented as gendered, biologically fixed and therefore inescapable. The magazine presents opting out as an appropriate route for women based on a “female identity” grounded in traditional female attributes of caring, hosting, baking, etc. However, this leaves women's work open to potentially negative interpretations of these traditional female attributes. The texts appeal to a post-feminist discourse and imply that problems experienced by women in public sphere careers are partly the outcome of the feminism of the 1960s and 1970s.

Future research should study how readers interpret the texts.

The paper demonstrates the explanatory potential of using of a social identity approach in the analysis of media texts.